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1. Curriculum and Teaching of Mathematics in the Higher Secondary Schools - An Analysis of Syllabuses. [2021]
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National Council of Educational Research and Training, New Delhi (India). Dept. of Curriculum and Evaluation.
- 262 pp.
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Curriculum, Curriculum Development, Elementary School Mathematics, Instruction, Instructional Materials, Learning, Mathematics, Objectives, Secondary School Mathematics, Surveys, Textbooks, and India
- Abstract
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This curriculum project in general mathematics was planned in order to study syllabuses of the elementary and high school curriculum under the following broad categories: (1) objectives of education and mathematics, (2) arrangement of the content, the duration of the course and the achievement expected in each topic, and (3) objectives of education at the primary and the middle level. One of the reports is an analysis of 43 books in elementary mathematics that are in use in various states of the country. The purpose of this study was to obtain an analytical opinion from the teachers about the textbooks in actual use for teaching elementary mathematics. This information was classified according to general information, general organization of the textbooks, subject matter, style of writing, pictorial and graphic illustrations, and objectives. The second report is an analysis of a limited survey of 30 schools selected from four states of India. The purpose of this study was to determine the current teaching-learning practices followed by teachers and students in the study of elementary mathematics. A factual account of what was observed in classes by the investigators and reported by teachers and students during interviews is reported for the following areas: (1) motivation, (2) continuity, (3) teaching new concepts, (4) problem solving, (5) individual and group work, (6) homework, and (7) teaching aids. (RP)
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3. Analysis of the Representations in Turkish Middle School Science Textbooks from 2002 to 2017 [2020]
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Akcay, Hakan, Kapici, Hasan Ozgur, and Akcay, Behiye
Participatory Educational Research , v7 n3 p192-216 Dec 2020. 25 pp.
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Science Education, Textbooks, Textbook Evaluation, Foreign Countries, Visual Aids, Content Analysis, Layout (Publications), Gender Differences, Differences, Grade 6, Grade 7, Grade 8, and Turkey
- Abstract
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Textbooks are one of the primary sources for students to obtain knowledge, so they should present accurate knowledge through textual and visual representations. The goal of the current study is to examine the representations in middle school science textbooks based on the diagram coding scheme to find out a general picture of how representations used in the science textbooks over the fifteen years. The sample consists of 6247 representations from twelve middle school science textbooks (four each of sixth, seventh, and eighth grades) from 2002 to 2017. Content analysis was used to analyze the representations in textbooks, which were gathered by document analysis. The representations were evaluated concerning the combination of two main diagram coding schemes. Findings showed that iconic representations are prevalent in middle school science textbooks. There are limited charts, graphs and augmented reality representations in the science textbooks. Furthermore, there are more male representations than female ones, representations are mostly indexed in the main texts, and captions are mainly problematic in middle school science textbooks. The findings based on the two diagrams coding scheme are mainly coherent with each other. Science textbooks should encourage students to interpret and translate between different representations to enable them accurate knowledge.
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Adkins, Joni K., Linville, Diana R., and Badami, Charles
Information Systems Education Journal , v18 n6 p38-45 Dec 2020. 8 pp.
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Instructional Effectiveness, Introductory Courses, Programming, Computer Science Education, Grades (Scholastic), Interaction, Class Activities, Predictor Variables, Electronic Learning, Textbooks, Value Judgment, College Students, and Learner Engagement
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Online textbooks allow instructors to provide interactive and engaging activities for students. In this paper, we look at how providing an interactive online textbook is utilized and valued in a beginning computer programming course. In addition, we compare the utilization of the online textbook to the student final course grade. Our findings suggest that students would rather use an online textbook and the level of engagement in the online textbook activities was positively related to a student's final course grade. These findings encourage us to continue evolving and improving the interactive features provided in the online textbook.
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Baudino, Frank, Briggs, Lea, Johnson, Carolyn, Meneely, Becky, Young, Natasha, and Northwest Missouri State University
Online Submission . 184 pp.
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Academic Libraries, Librarians, Conferences (Gatherings), College Faculty, Library Services, Library Instruction, Learner Engagement, Use Studies, Information Literacy, Foreign Students, Preservation, Electronic Libraries, Textbooks, Teaching Methods, Research Skills, Thinking Skills, Library Administration, Library Materials, Library Policy, Media Literacy, and Missouri
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Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]
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Hall, James M. and Gaynor, Brian
TESL-EJ , v24 n3 Nov 2020. 19 pp.
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Foreign Countries, English (Second Language), Second Language Instruction, Curriculum Development, Elementary School Curriculum, Textbook Preparation, Textbooks, Grade 3, Textbook Content, Educational Needs, Barriers, Elementary School Teachers, Time Management, Teaching Methods, Educational Innovation, and Burma
- Abstract
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This article reports on the design and implementation of an innovative primary EFL program in Myanmar. Begun in 2014, the program is part of the CREATE Project, a joint initiative between the Myanmar Ministry of Education and the Japan International Cooperation Agency (JICA). The project has involved the planning, designing and implementation of a new curriculum for primary school English, along with concurrent materials development and the design of both pre-service and in-service teacher training courses. To give an insight into this multifaceted process, this paper focuses on the development of the Grade 3 textbook and compares it to the former book. After this analysis, it considers teachers' needs and the challenges they face through analyzing posts and comments made on the "New Curriculum English Subject" Facebook page. Teachers' primary challenges were learning the new textbook language, incorporating the recommended instruction into their established pedagogical approaches, and time management. The challenges and solutions outlined in this article have both policy and pedagogical implications for curriculum innovation at the primary EFL level, particularly with respect to the issues facing less economically developed countries.
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Çelik, Halit
African Educational Research Journal , v8 spec iss 2 p29-42 Oct 2020. 14 pp.
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Turkish, Instructional Materials, Second Language Learning, Second Language Instruction, Teaching Methods, Foreign Countries, Cultural Awareness, Vocabulary Development, Language Teachers, Media Selection, Textbooks, and Turkey
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Materials are important parts of the language teaching process; and developing these materials are of the important subjects of teaching Turkish as a foreign language. Although there are certain criteria for the development of course materials, the teachers, who would use these materials, should also be a part of this process. Both the process of teaching Turkish as a foreign language and the use of these materials should be instructor-oriented. Each teacher-oriented material would ensure that the teaching process in the classroom is more efficient and more effective. In this study, the principles of material development were mentioned and the elements of making these materials instructor-oriented in cultural terms were emphasized. The effective use of course materials depends on the fact that the materials are instructor-oriented and based on culture. The main purpose of this study is to discuss the importance of teacher-oriented cultural course materials in the process of teaching Turkish as a foreign language and to emphasize the necessity to establish research and development centers for developing instructor-oriented course materials.
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Lim, Bibiana Chiu-Yiong, Liu, Llewellyn Wee-Ling, and Choo, Chian-Hou
Asian Journal of University Education , v16 n3 p78-88 Oct 2020. 11 pp.
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Electronic Publishing, Academic Achievement, Textbooks, Interaction, Mathematics Education, College Students, Technology Uses in Education, and Statistics
- Abstract
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Universities are trending towards electronic books (e-books) as instructional materials, displacing traditional printed books. The rapid acquisition of e-books has changed the way information is presented and one of the improvements is to make e-books interactive. However, there is an incomplete body of knowledge on how interactive e-books affect students, particularly in the learning of statistics. This paper aims to examine the effects of interactive e-books on academic achievement. This paper adopted an experimental approach to test the causal effect of the two types of e-books, namely Traditional E-book (TE) and Interactive E-book (IE) on a sample of undergraduates enrolled in an introductory statistics unit. The experimental results indicated that students who learn statistics through IE produced higher scores in academic achievement than students who learn through TE. The findings of the study first extend the existing theory by showing that TE and IE can account for the variations in academic achievement. The study implied that e-books should not be static and e-book publishers and educators can choose to design their ebooks using interactive formats with animation components depending on available resources. The study offers new insights on how academic achievement of students can be better managed through the design of e-book types.
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Center on Reinventing Public Education (CRPE)
Center on Reinventing Public Education . 38 pp.
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Distance Education, School Districts, Access to Education, Charter Schools, Educational Technology, Urban Schools, Rural Schools, Suburban Schools, COVID-19, Pandemics, School Closing, Online Courses, Trauma, Family Needs, Access to Computers, Elementary Secondary Education, Crisis Management, Textbooks, Politics of Education, Administrative Organization, Teamwork, Well Being, Maryland (Baltimore), Illinois (Chicago), Colorado (Aurora), and Colorado
- Abstract
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Since schools closed in March 2020, CRPE has tracked a sample of school districts and charter networks as they tried to reach students and provide instruction. This report looks more deeply into a smaller number of districts and charter management organizations (CMOs), hoping to understand why they took particular approaches to remote learning and how their experiences last spring affected their plans for the fall. We present a series of case studies based on our dives into big-city districts (Baltimore City Public Schools and Chicago Public Schools), a large inner suburb (Aurora Public Schools), a rural district (Roaring Fork School District), and two CMOs working in urban areas (Green Dot Public Schools and LEARN Charter Schools).
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Okemwa, Kennedy Ondara, Momanyi, Marcella, and Ntabo, Anyona
African Educational Research Journal , v8 n3 p575-585 Sep 2020. 11 pp.
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Foreign Countries, School Administration, Educational Practices, Educational Improvement, Educational Facilities Improvement, Academic Achievement, Public Schools, Textbooks, Workbooks, School Libraries, Educational Resources, Educational Environment, and Kenya
- Abstract
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The availability of infrastructure and facilities that are up to the standards and well maintained will influence both teaching and learning of students. A progressive improvement in the standard of infrastructure of a secondary school will lead to a remarkable development in the education system as a whole. The purpose of this study was to examine the influence of Board of Management's (BOM) infrastructural development practices on students' academic performance in public secondary schools. A convergent parallel mixed-method research design was used. The study targeted students, Teachers Heads of Departments, BOM members and Quality Assurance and Standards Officers, making a total study population of 19,609. Both probability and non-probability sampling methods were used to select a sample size of 396 participants. Data was collected using questionnaires, interview guides and observation tool. Inferential statistics involved the use of multiple regression analysis and analysis of variance along with descriptive statistics. The study concluded that inadequate provision of infrastructural facilities in schools by the BOM affects the teaching and learning activities which negatively affect the students' academic performance. In the regression analysis, an improvement in BOM's infrastructural management practice by one unit would result in the improvement of the students' academic performance by 0.081 units holding other factors constant. Thus, the school BoM should ensure that there is adequate infrastructure in public schools to improve academic performance among the students. The board of management should ensure a conducive teaching and learning environment in public secondary schools by providing adequate infrastructural facilities such as classrooms, laboratories, library, teaching and learning materials/resources, workshops for technical subjects, sanitary facilities and utilities.
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Goes, Luciane Fernandes, Chen, Xiaoge, Nogueira, Keysy Solange Costa, Fernandez, Carmen, and Eilks, Ingo
Science Education International , v31 n3 p313-324 Sep 2020. 12 pp.
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Foreign Countries, Science Instruction, Secondary School Science, Textbooks, Textbook Content, Chemistry, Scientific Concepts, Visual Aids, and Brazil
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The objective of this study was to analyze visual representations of redox reactions and related content in four Brazilian secondary school chemistry textbooks. The study aimed to identify which representations were used and to evaluate how these representations were linked to one another and to the main text. Data were analyzed regarding representational levels and the degree of relatedness between the different levels and the main text. Further analysis focused on the intended function of images and which curriculum orientation they indicated. The sample was comprised of 286 visual representations. The results showed that most of the visual representations merely served a decorative function and were not explicitly used to further understanding of the content in the main text. The findings indicated that the textbooks in this sample prioritized two separate levels of representation: The macroscopic and the symbolic. Only a few submicroscopic and multilevel representations could be found. The textbook illustrations indicated a strong "structure of the discipline" orientation of the curriculum, which was illustrated with orientations taken from everyday life, technology, and industry. It emphasizes the importance of using illustrations in textbooks, because of its influence on the construction of concepts, in particular the concept of redox reactions. Based on this research, it is possible for chemistry teachers to observe the limitation of these materials and carefully select the textbook used in their curricula. Moreover, the results can contribute to improving the quality of textbooks.
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Menendez, David, Mathiaparanam, Olympia N., Liu, David, Seitz, Vienne, Alibali, Martha W., and Rosengren, Karl S.
CBE - Life Sciences Education , v19 n3 Article 49 Sep 2020. 15 pp.
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Biology, Science Instruction, Visual Aids, Scientific Concepts, Standards, Teaching Methods, Learning Processes, Textbooks, Databases, Intuition, Instructional Design, Psychology, Futures (of Society), Genetics, and Books
- Abstract
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Two foundational concepts in biology education are 1) offspring are not identical to their parents, and 2) organisms undergo changes throughout their lives. These concepts are included in both international and U.S. curricular standards. Research in psychology has shown that children often have difficulty understanding these concepts, as they are inconsistent with their intuitive theories of the biological world. Additionally, prior research suggests that diagrams are commonly used in instruction and that their features influence student learning. Given this prior work, we explored the characteristics of life cycle diagrams and discuss possible implications for student learning. We examined 75 life cycle diagrams from books, including five biology or general science textbooks and 25 specialized trade books focusing on biology for children. We also examined 633 life cycle diagrams from a publicly available online database of science diagrams. Most diagrams failed to show any within-species variability. Additionally, many diagrams had perceptually rich backgrounds, which prior research suggests might hinder learning. We discuss how the design characteristics of diagrams may reinforce students' intuitive theories of biology, which might make it difficult for students to understand key biological concepts in the future.
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17. Affordances for Connecting Culture and Mathematics: Moving from Curriculum to School Textbooks [2020]
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Madusise, Sylvia
Educational Research and Reviews , v15 n9 p564-574 Sep 2020. 11 pp.
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Culturally Relevant Education, Mathematics Instruction, Textbooks, Textbook Evaluation, Instructional Materials, Grade 9, Secondary School Mathematics, Foreign Countries, Indigenous Knowledge, National Curriculum, Curriculum Evaluation, Mathematics Activities, and South Africa
- Abstract
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Researchers have generally agreed that textbooks as a major conveyor of the curriculum play a dominant role in modern education scenes across different school subjects. The study analyzed a set of four learners' textbooks and their corresponding teachers' guides which are used as set books for teaching mathematics at Grade 9 level in South Africa. These textbooks were produced in response to the demands of the Grade R-9 National Curriculum Statement (NCS) policy document. A qualitative content analysis on how the recommendations in the policy document were further recontenxtualised in the pedagogic recontextualising field (PRF) by textbook authors into curriculum materials is presented. A vertical analysis approach was used, attending to the ways in which textbooks treat the idea of indigenous mathematical knowledge. Thus, it checks on the provided affordances for connecting culture and mathematics. Indications of affordances for connecting culture and mathematics are awash in the analyzed textbooks. However, authors had few examples from the learners' indigenous cultures but rich implementation ideas using foreign cultures. There is need for further research on where and how this indigenous mathematical knowledge can be extracted so as to be part of the textbooks' content.
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18. Revisiting Textbook Adaption through Open Educational Resources: An Inquiry into Students' Emotions [2020]
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Zhang, Xiaodong
International Review of Research in Open and Distributed Learning , v21 n3 p197-210 Sep 2020. 14 pp.
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Textbooks, Open Educational Resources, Psychological Patterns, College Students, Foreign Countries, Knowledge Level, and China
- Abstract
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This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students' reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students' initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students' positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental--they also facilitated students' learning. Students' emotions gradually stabilized in the direction of being positive, especially in tandem with: (1) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning; and (2) their augmented confidence in proficiently using the new knowledge to navigate their practices.
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